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Preface | p. xv |
Acknowledgments | p. xxiii |
What is Research and What is Programming? | p. 1 |
Understanding the Difference | |
Abstract | p. 1 |
Introduction | p. 1 |
What is Research? | p. 2 |
Research and Information Gathering | p. 5 |
The Research Process | p. 7 |
What is Programming? | p. 12 |
Definitions of Programming | p. 15 |
Benefits and Importance of Programming | p. 16 |
Why Programming is a Must: A Classic Example | p. 17 |
Research versus Programming | p. 21 |
Summary | p. 23 |
Bibliography | p. 23 |
Research and Programming Processes | p. 27 |
Abstract | p. 27 |
Introduction | p. 28 |
The Research Process | p. 29 |
Defining the Problem | p. 29 |
The Literature Review | p. 30 |
Research Methods | p. 34 |
Research Design | p. 51 |
Research Ethics | p. 59 |
Quality of Research | p. 60 |
Analysis and Interpretation | p. 62 |
Research Example One: Falls, Gait, and Carpet | p. 63 |
Research Example Two: Older Adults' and Family Members' Perceptions of Assisted Living | p. 68 |
The Programming Process | p. 70 |
Defining the Problem | p. 70 |
The Existing State | p. 71 |
The Future State | p. 72 |
Summary and Recommended Readings | p. 73 |
Bibliography | p. 75 |
Sustainability and Information Gathering | p. 79 |
Abstract | p. 79 |
Introduction | p. 80 |
Living in the Built Environment | p. 81 |
Definitions and Terminology | p. 83 |
Theories | p. 85 |
Cradle to Cradle | p. 85 |
Biomimicry | p. 86 |
Biophilia | p. 86 |
Models | p. 86 |
Permaculture | p. 86 |
Ecological Footprint | p. 87 |
Factor 4/Factor 10 | p. 87 |
Ecological Design | p. 88 |
Models for Implementation | p. 88 |
BEES | p. 88 |
LEED | p. 89 |
The Hannover Principles | p. 89 |
The Natural Step | p. 89 |
The State of Minnesota Sustainable Design Guidelines | p. 90 |
Informed Design Examples | p. 90 |
Cradle-to-Cradle House Design Competition | p. 90 |
Healthcare and Sustainability Projects | p. 94 |
IDEC Student Competition | p. 96 |
Research and Sustainability | p. 100 |
Sustainability and Historic Preservation | p. 101 |
Summary | p. 104 |
Bibliography | p. 105 |
Design of the Workplace: Programming | p. 107 |
Abstract | p. 107 |
Introduction | p. 107 |
Information Gathering Methodology | p. 109 |
Understanding Client Goals | p. 110 |
Data Collection | p. 112 |
Documenting Existing Conditions | p. 119 |
Document Design Changes, Based on Study Input | p. 123 |
Informed Design Examples | p. 123 |
Leading High-Tech Firm: Supporting Globalization | p. 123 |
Leading Media and Communications Company: Supporting Diversity | p. 126 |
Leading Financial Services Firm: Acting Responsibly | p. 128 |
Bibliography | p. 130 |
Supermarket Retail: Programming | p. 133 |
Abstract | p. 133 |
Introduction | p. 133 |
Traditional and Nontraditional Grocery Retailers | p. 135 |
Discount Retailers | p. 135 |
Specialty Food Retailers | p. 136 |
Other Food Retailers | p. 137 |
Needs of Customers | p. 137 |
Store Image | p. 138 |
Shopping Experience | p. 138 |
Lifestyles | p. 139 |
Interest in Food | p. 140 |
Psychological Models or Theories of Consumer Behavior | p. 140 |
Motivational Dimensions | p. 141 |
Emotional Dimensions | p. 142 |
Environmental Dimensions | p. 144 |
Informed Design Examples | p. 145 |
Chain A | p. 146 |
Chain B | p. 154 |
Summary | p. 155 |
Bibliography | p. 156 |
The Design of Neonatal Intensive Care Units: Information Gathering and Practitioners as Consumers of Research | p. 159 |
Abstract | p. 159 |
Introduction | p. 160 |
Development of Neonatal Intensive Care | p. 160 |
Developmental Care | p. 167 |
Green Healthcare | p. 173 |
Informed Design Examples | p. 175 |
Boulder Community Foothills Hospital | p. 175 |
Sunnybrook Health Sciences Center | p. 179 |
Full Circle: Infant Incubators | p. 182 |
Summary | p. 184 |
Bibliography | p. 185 |
Child Development Centers: Students as Consumers of Research | p. 191 |
Abstract | p. 191 |
Introduction | p. 192 |
Definition of Quality Childhood Education | p. 194 |
Center Assessment | p. 195 |
Educational Approaches | p. 197 |
The Constructivist Approach | p. 198 |
The Reggio Emilio Approach | p. 200 |
The Project Approach | p. 201 |
The Montessori Model | p. 202 |
Behavioral Analysis Model | p. 205 |
Bereiter-Englemann (DISTAR) Model | p. 205 |
Influence of the Curriculum Model on the Design of the Facility | p. 206 |
Research | p. 206 |
The Open Setting | p. 208 |
Enclosed Plans | p. 211 |
Plan Layout Recommendations for Inclusive Environments | p. 211 |
Furniture and Equipment | p. 212 |
Display | p. 212 |
Natural and Artificial Lighting | p. 213 |
Color | p. 213 |
Natural Elements | p. 214 |
Informed Design Example | p. 215 |
Child Development Center Project | p. 215 |
Bibliography | p. 224 |
Environments for Individuals with Dementia and Frail Elders: Students as Consumers of Research | p. 229 |
Abstract | p. 229 |
Introduction | p. 230 |
Housing Options for Older Individuals | p. 231 |
Long-Term Care Facilities | p. 232 |
Selection of an Appropriate Facility | p. 233 |
Models of Design and Care | p. 236 |
Informed Design Examples | p. 244 |
Facilities for Individuals with Dementia | p. 244 |
Falls among Older Individuals | p. 255 |
Bibliography | p. 257 |
The Design of Hotels: Students as Conductors of Research | p. 265 |
Abstract | p. 265 |
Introduction | p. 265 |
Evolution of the Hospitality Industry | p. 266 |
Hotel Classifications | p. 268 |
Client Needs | p. 269 |
Models of Hospitality | p. 271 |
Experiential Model | p. 271 |
Residential Model | p. 272 |
Market Research and Design Research | p. 273 |
Informed Design Examples | p. 275 |
Hotel Design: Understanding the Aging Population | p. 276 |
Green Rating Systems for the Hotel Industry | p. 283 |
Furniture Trends in Destination Hotel Lobbies | p. 287 |
Summary | p. 291 |
Bibliography | p. 292 |
The Design of Hospitals and Neonatal Intensive Care Units: Students and Practitioners as Conductors of Research | p. 295 |
Abstract | p. 295 |
Introduction | p. 295 |
Models of Evidence-Based Design | p. 297 |
Informed Design Examples | p. 299 |
Design Implications for Single-Family NICUs | p. 299 |
Student Research-Spatial Needs for SFR NICU | p. 305 |
Resources for Healthcare Design Research | p. 314 |
Additional Resources for NICU Design | p. 314 |
Translating the Literature for Practical Application | p. 315 |
Bibliography | p. 316 |
About the Contributors | p. 319 |
Credits | p. 325 |
Index | p. 329 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.